The results of the analyses indicated that there was not a significant relationship between visual-spatial intelligence and graphic design ability. A bivariate correlational analysis was completed on each of the independent variables (visual-spatial, linguistic, and logical-mathematical intelligences) and the dependent variable (final course portfolio grade) to determine if a significant relationship could be found. Placement test scores and final course portfolio grades were collected from each college and analyzed to determine if significant relationships existed. The Revised Minnesota Paper Form Board Test was given to first-year students enrolled in a graphic design course at five North Carolina Community Colleges. Graphic design ability was quantified through final course portfolio grade.
Linguistic and logical-mathematical intelligences were quantified through placement test scores and visual-spatial intelligence was quantified through scores on the Revised Minnesota Paper Form Board Test. This study was undertaken to investigate the relationship between three of Gardner's Multiple Intelligences (visual-spatial, linguistic, and logical-mathematical) and graphic design ability.
He theorized that improved assessment practices that facilitate multiple intelligences could lead to improved student learning outcomes in most school settings. This research study was framed in the theory of Multiple Intelligences developed by Harvard professor Howard Gardner. Multiple Intelligences and Graphic Design Ability in Five North Carolina Community Colleges
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